Genesee Community College

Art 214 Interdisciplinary Art Fall 2012

Instructor: Class: Ofce: Ofce Hours: Pam Swarts (pswarts@genesee.edu) MW. 10:10AM - 12:10AM Room E122 E122: 585.343.0055 Ext. 6436 T & R 11:30AM - 2:30PM

Full Catalog Description Integrates artistic pursuits (photography, drawing, painting, music, writing and/or video) into the digital realm. Students create animation, digital illustrations and photo manipulations using the computer. Prerequisite: ART209. Criteria for Grading 2 unexcused absences are allowed before grades are decreased one letter grade for every subsequent absence. Projects will reduced 1/2 a letter grade for every day late. Students will be graded on their attendance, class participation and the timely completion of professional level assignments that demonstrate the following : Ability to integrate non-digital interest (photography, drawing, painting, writing, etc.) into the digital realm. Ability to conceptualize a visual idea and create a series that demonstrates visual literacy by choosing the appropriate media to convey their ideas. Students will be able to control the technical side of digital input and output. The nal project will reect the large amount of time spent. Some specic grading criteria for some of the possible solutions to projects are as follows: Digital Video The narrative makes sense There are no technical glitches ie. inconsistent sound levels, jumps in edits etc. The video is edited effectively with good pacing and a logical progression of events The Digital video effects used add meaning to the movie The audio is appropriate to the mood and content of the movie Interactive Portfolio The basic elements of design are followed All the buttons work properly The navigation is easy to follow and directs the viewer through the portfolio Graphics are formatted properly with no jaggies Sound levels are consistent and used appropriately Web Page Design All pages and les are properly named with the correct le extensions There are no broken links to graphics or other pages The navigation is easy to follow and directs the viewer through the site The basic elements of design are followed The page is successfully uploaded to the web (le server) Book The design should be coherent. The body copy will be formatted in a consistent and readable style as learned in type and layout.

The images should be stylistically integrated. If you use drawings they should all be in the same style. All images will be of adequate resolution The book will be bound in a manner that is professional indicating forethought into its stylistic overview The book narrative will make sense Game The design should be coherent. The images should be stylistically integrated. All images will be of adequate resolution Game should be playable with all rules well planned. If the game is interactive it should follow all the rules for animation and interactivity. If the game will be printed out it must be the correct resolution on the proper weight paper and with all game pieces included. Supplies Jump disc or portable hard drive ( a better buy) misc. printing accessories Suggested: The New Photo Crafts-Suzanne J.E. Tourtillot The Ultimate Color Printer Craft Book-Susan Krzywicki & Laurel Burden Photo Art and Craft-Carolyn Vosberg Hall Course Overview Students will incorporate their interest into the digital realm by using individual projects, which may include written visual and audio elements. In the processes of learning to integrate their interest into the digital realm, students will learn how to select the appropriate digital media to translate their ideas and to master the characteristics of digital media. In translating their personal interest into the digital realm students will also master digital output; some examples of which would be video, audio, lm and interactive CD-ROM. This will help students convey their ideas and understand how the method of output affects the interpretation of an individual's artistic statement. Each project will take a month and should reect a large investment in time. Typography counts as does a professional level presentation. week 1-4 First First Job/Worst Job Students will create a project that illustrates their feelings about their rst job. They will use whatever means they feel will illustrate there ideas effectively. Some examples of this could be a board game, animation or video. The project should tell a story and be visually coherent incorporating skills learned in previous design classes. Whatever media you choose should tell a story. It is not enough to make a statement such as, I hate my job or my job is stupid. Why do you hate it? What about it is stupid? What do you do at your job that is particular to that job? How will you make me understand this? How will you make it interesting? week 5-9 Personal History Students will create a narrative illustrating an event in there life or family. This must be a story and not simply a visual representation of family and friends. Creating a book about how much you love your family is not a story. Creating an animation about the time you drag raced up the road or a game about the different methods you used to hide the food you didnt want to eat off your plate.

week 10-14 Invented History Students will create a story using visual information provided them. You will take the following photos and construct a narrative/story that will go with the imagery you create. You can use a variety of techniques. Some students have made drawings from the images and scanned them into the computer for further manipulation, some have pasted the images together to create dream imagery and then written a story based on the resulting images. It is also possible to create an interactive, animated or web based version of this project. The stories have run the gamut from science ction to child's storybook/fairy tale and the resulting work has been output in a variety of ways but the stories must be based on the images provided. week 15-16 Group Animation Students will create a group animation that will be linked together. Student Performance Outcomes: Upon successful completion of the course, as documented by projects, discussion, and presentations, students will be able to: 1.Produce a minimum of three individual projects that include written visual and audio elements, documenting skills in the digital realm. 2.Select the appropriate digital media to translate ideas and to master the characteristics of digital media. 3.Demonstrate mastery in digital output as documented by examples in video, audio, lm and interactive media. 4.Explain how the method of output affects the interpretation of an individual's artistic statement. 5.Form and present a multi-disciplinary concept from varied media sources. 6.Determine the proper programs and media to accomplish design goals. 7.Output an idea in a format that is appropriate and visually cohesive, integrating elements of design.* 8.Create a narrative from visual elements.
* This course objective has been identied as a student learning outcome that must be formally assessed as part of the College's Comprehensive Assessment Plan. All faculty teaching this course must collect the required data (see Assessing Student Learning Outcomes form) and submit the required analysis and documentation at the conclusion of the semester to the Ofce of Assessment and Special Projects. Plagiarism Plagiarism is the dual act of presenting and claiming the words, ideas, data, or creations of others as one's own. Plagiarism may be intentional-as in a false claim of authorship-or unintentional - as in a failure to document information sources using MLA, APA, CBE, or other style sheets or manuals adopted by instructors in the College. Presenting ideas in the exact or nearly exact wording as found in primary or secondary sources constitutes plagiarism, as does patching together paraphrased statements without intext citation. Each faculty member will determine appropriate responses to plagiarism. Disciplinary action resulting from conrmed instances of plagiarism and/or cheating may include receipt of a failing grade on an assignment or the course, removal of a student from a class, or expulsion of a student from the College.